T2L Curriculum Unit Fall 08 Habitats Gr 2
Habitats Life Science/Grade 2 In this unit, students are introduced to the concept of habitats within an environment. Students have basic knowledge about the structures of individual plants and animals from their Kindergarten and 1 st grade science unit. In this unit they will learn about the different habitats that plants and animals live in and the basic elements they need to stay alive. (Adapted from Next Generation Science Standards [NGSS]). Students will learn that plants need light, air, water, minerals, favorable temperatures, and a mechanism to disperse seeds to survive, while animals need food, water, air, shelter, and favorable temperatures to survive. Students will use their developing literacy skills to gather information about the types of plants and animals that are typical of different environments such as the temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic environments. This unit is intended to be taught with the DESE Model Curriculum Literacy Unit Animals Depend on Their Habitats, which focuses on the impact that a changing habitat has on polar bears. Authors Jean Bacon, Administrator for Teaching and Learning, North Adams Public Schools Josh Colon, Physics major, Massachusetts College of Liberal Arts Claire Grogan, Grade 2 Teacher, North Adams Public Schools Revisions, June 2015 Dylan Caples, Chemistry major, Massachusetts College of Liberal Arts Grace Sullivan, English and Women s Studies major, Williams College of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 2 of 55
Table of Contents Unit Plan Lesson 1: What is a Habitat? Lesson 2: Animal Needs Lesson 3: Animals in Winter Lesson 4: Plant Needs Lesson 5: Plants and Animals Around the World (Literacy Lesson) Lesson 6: Forest Floor Lesson 7: Plant Needs Experiments Lesson 8: Seed Dispersal CEPA Unit Resources of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 3 of 55
UNIT PLAN 2- LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. [Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds.] 2- LS4-1. Use texts and media to compare: a. different kinds of living things in an area, and b. differences in the kinds of living things living in different types of areas. [Clarification Statement: Examples of areas to compare might include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific areas.] Meaning UNDERSTANDINGS U Students will understand that Animals depend on their surroundings to get what they need including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water and they use their body parts to gather, catch, and eat food. Plants depend on air, water, minerals (in the soil), temperature, and light to grow. Animals can move around, but plants cannot and they often depend on animals for pollination or seed dispersal. Different plants survive better in different settings because they have varied needs. Living things exist in different places, both on land and in water. ESSENTIAL QUESTIONS Q1. Why do certain plants and animals only live in certain areas? Q2. What happens to plants or animals when their habitat changes? Q K2- LS- 6.Recognize that people and other of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 4 of 55
animals interact with the environment through their senses of sight, hearing, touch, smell, and taste. K2- LS- 7. Recognize changes in appearance that animals and plants go through as the seasons change. KS- LS- 8 Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Objectives Students will be able to 1. Name and identify various habitats 2. List what plants and animals need to survive in their habitats and predict what will happen to a plant or animal that is deprived of any of these elements. 3. Create food web and food chain model to explain what would happen if a plant or animal disappears from a food chain. 4. Use an example to explain how an animal changes its behavior when its habitat changes. 5. Use pictures and text features from an informational text to answer questions. 6. Explain why decomposers are an important part of any habitat and give an example of one plant and one animal that is a decomposer. 7. Design and conduct an experiment to determine what kind of habitat earthworms prefer and record observations using pictures and sentences. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 5 of 55
Evaluative Criteria Stage 2 Evidence Assessment Evidence CEPA: The Perfect Habitat Students will design and build a physical model of a habitat suitable for a specific plant and animal and describe how the habitat will provide the basic needs of the plant and animal. OTHER EVIDENCE: End of lesson assessments include: Type II prompts to be written in science journals Composition of summary paragraphs Teacher observation of student application of focus skills Stage 3 Learning Plan Summary of Key Learning Events and Instruction Lesson Sequence Lesson 1: What is a Habitat? This lesson introduces the idea that a habitat is the place where a plant or animal lives; students will compare and contrast pictures of major environments including deserts, rain forests, tundra, oceans, temperate forests, etc. Lesson 2: Animal Needs. Students will learn that an animal s habitat has the air, water, food, shelter, and favorable temperatures it needs to survive. The students will explore the idea that plants and animals depend on one another and are part of a food chain/food web. Lesson 3: Animals in Winter. This lesson is adapted from the Animals in Winter lesson in Hands on Nature, which introduces how animals have developed both physical and behavioral adaptations to cope with habitat conditions that change over the course of the year. The full text of this lesson after Lesson 3 in your binder. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 6 of 55
Lesson 4: Plant Needs. This lesson is based on Investigation #1: Brassica Seeds from the FOSS New Plants Bin, and the accompanying literacy lesson. Lesson 5: Plants and Animals Around the World (Literacy Lesson). In this lesson, students will read the Plants and Animals Around the World selection from the FOSS New Plants book to gather information about the characteristics of various habitats and the types of plants and animals that inhabit them. (It may take several days to read the entire story with students. There is also a link [see LESSON DETAILS] to an on- line activity that students can use (with support) to work on their skills in making arguments with evidence.) Lesson 6: Forest Floor. This lesson is adapted from the Forest Floor lesson from Hands on Nature, which introduces how plants and animals live and interact on the forest floor. The focus is on earthworms and learning about their habitat preferences through experiments with live earthworms. The complete text of the original Forest Floor lesson from Hands on Nature follows Lesson 6 in this binder. Lesson 7: Plant Needs Experiment. This lesson should be used one to two weeks after the Plants Needs lesson when the Brassicas have has a chance to sprout and develop leaves. Lesson 8: Seed Dispersal. This lesson is adapted from the Seed Dispersal lesson from Hands on Nature that addresses the final habitat need of plants a mechanism for dispersing their seeds. It can be supplemented with a literacy lesson based on the How Seeds Travel story from the FOSS New Plants reader (FOSS lessons follows this lesson in your binder.) Adapted from Massachusetts Department of Elementary and Secondary Education s Model Curriculum Unit Template. Originally based on Understanding by Design 2.0 2011 Grant Wiggins and Jay McTighe. Used with Permission, July 2012. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 7 of 55
Lesson 1: What is a habitat? BACKGROUND Overview of the Lesson This lesson will introduce students to the concept of a habitat by having them mobilize their prior knowledge to identify different habitats and their key characteristics. Focus Standard(s) 2- LS4-1. Use texts and media to compare: a. different kinds of living things in an area, and b. differences in the kinds of living things living in different types of areas. Learning Objectives 1. Define a habitat as a place where plants and animals live. 2. Summarize the characteristics of at least one habitat including temperature, moisture, and the types of plants and animals living there. Assessment Complete a paragraph about habitats that 1. Defines a habitat. 2. Describes a specific habitat based on images and background knowledge. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 8 of 55
WIDA Language Objectives Level A: Match pictures of plants and animals to pictures of their habitats. Level B: Complete a paragraph on habitats using a word bank and paragraph frame. Level C: Compose a paragraph on habitats with a clear beginning, middle, and end. Targeted Academic Language Tier 1: desert, ocean, forest Tier 2: arctic, aquatic Tier 3: habitat Resources and Materials Quantity Item Source 8 Habitat Pictures Bin 1 What do you know about? Probing Questions Binder 1 Chart paper/ blackboard/ or projecting device to record class discussion Classroom teacher 1 Habitat song lyrics Binder 1 Computer with speakers and link to Habitat Song video YouTube Channel/ Classroom Teacher 1 Habitats summary paragraph frame and word bank Binder Recommended Projector to pull up pictures of plants and animals in various habitats if students not familiar with some of the vocabulary in the Habitats Song) Classroom teacher of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 9 of 55
1 per group Optional: stuffed animals in various sizes Teacher (contact liaison if you need animals delivered) 1 per group Optional: large paper for drawing a habitat Classroom teacher A few per group Optional: markers or crayons Classroom teacher **Items in bold should be returned for use next year** LESSON DETAILS Lesson Opening Activator: What do you know about? Split children into groups of 3 or 4 and give each group two pictures of a habitat, explain that these pictures are clues about what they will be studying next in science. Their first task is to discuss everything they know about each of the two places in their pictures, allow 3-4 minutes for the groups to discuss and complete this task. If students seem stuck, you can give them the What do you know about? Probing Questions worksheet. During the Lesson 1. Defining a Habitat Building off the activator, ask each group to hold up one of their pictures (or project an image from your computer) and ask the group(s) who examined the picture to say one thing they know about the habitat, record their comments on chart paper, the blackboard or a projecting device. You can use the What do you know about? Probing Questions worksheet to generate additional information if students need help. Continue to ask each group about the habitats they looked at and record their comments. Note that these places all seem very different. Ask students if there is anything that is the same of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 10 of 55
about them. Through questioning, lead them to an understanding that all are places where plants and animals live. Explain that we call these places habitats, and that is what they will be studying for the next few weeks. 2. Why are habitats important? (Habitat Video) Begin by asking students if they think it is important that the Earth has all different kinds of habitats, conversation can be generated by asking whether or not certain animals can survive in different habitats. (Can a whale survive in a temperate forest?) Have students provide evidence to support their answers, you can also generate some ideas as a group. Explain that this is one of the BIG (ESSENTIAL) QUESTIONS we will keep asking as we learn more and more about habitats in this unit. [SP7 - Argumentation] 3. Play the Habitat Video 4. Pass out the lyrics to the Habitat song by Bill Oliver, first read the lyrics of the song with the students, engaging in vocabulary activities as you go along to ensure students understand what the song is about. 5. Listen to the habitat song once without singing along, and then sing the song a few more times together. 6. Revisit the BIG (ESSENTIAL) QUESTIONS in light of what students learned from the song. You might ask a question like, How would our lives be different if there were no oceans? Lesson Closing Review the basic definition of a habitat as a place where specific plants and animals live, ask students to name the different habitats discussed during the lessons, you can start a poster to record all the different habitats they know about or learn about as the unit unfolds. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 11 of 55
Lesson Extension Bring in different- sized stuffed animals (for example: a salamander, a bird, and a raccoon). Split the class into several small groups and give each group an animal and instruct each group to create an appropriately sized habitat for their animal (if the weather is nice this can be done outside, be sure to review the rules and guidelines for outside work with your class. If it is cold or rainy, groups can create a poster describing the habitat via drawings and words. [SP2 - Using models] Assessment Complete a paragraph about habitats that 1. Defines a habitat. 2. Describes a specific habitat based on images and background knowledge. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 12 of 55
Lesson 2: Animal Needs BACKGROUND Overview of the Lesson This lesson is adapted from the Life in a Field lesson from Hands on Nature, which introduces the concept of habitats and the needs of animals that habitats must fulfill. The MA Standard states the basic needs as: food, water, shelter, air, and favorable temperature. Note to teacher: You may add air and favorable temperature into the lesson discussions. Tell students a place to raise their young is the same as shelter. Focus Standard(s) KS- LS- 8 Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). 2- LS2-3 (MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Learning Objectives 1. List at least three of the five elements animals need to survive. 2. Create a food web given a selection of plants and animals. 3. Explain what would happen if a plant or animal disappears from a food chain. Assessment Students will write the answer the following in their science journals or on the Lesson 2 Assessment: 1. What must a habitat have for animals to survive? 2. Put these plants and animals in a food chain: cricket, skunk, grass, mouse, and fox. 3. What would happen if someone removed all the mice from the field of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 13 of 55
WIDA Language Objectives Level A: Match pictures that relate to the five habitat elements that animals require. Level B/C: Explain orally or in writing why each habitat element is important to an animal s survival. Targeted Academic Language Tier 1: air, Tier 2: shelter, survive, Tier 3: food chain Resources and Materials Quantity Item Source 1 Tri- fold board (with sheet) for puppet show Provided with the bin 1 Puppet show script (in protector sleeves) Bin 1 Puppet set locate the required puppets in the puppet bag Bin 1 Picture of field a in winter Bin 1 Picture of a field Bin/Curriculum website 1 set Who am I pictures Bin of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 14 of 55
1 Animal name chart for Who am I? Bin 1 Sun plate with strings attached Bin 7 Green headbands labeled twigs, leaves, berries, flowers, seeds grass, and roots Bin 20 30 4 foot pieces of yarn/string Bin 1 Lesson 2 Assessment Binder (to copy) **Items in bold should be returned for use next year** LESSON DETAILS Lesson Opening Activator: Brainstorm Remind students that in the last lesson they learned about the different types of habitats where plants and animals live and see if students can recall the word habitat. Explain that for the next few lessons they will be learning about animal habitats. Ask students to turn to a partner and talk about what would make a good habitat for a bear (or any other animal you, the instructor, would like to choose. Ask your students to think about what the bear would need to find in the habitat to make it a good place to live. After a minute or so, draw the groups together and call on a few pairs to share one idea from their discussion. Explain today they will be learning about what animals need to have in their habitats to help them survive. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 15 of 55
During the Lesson The activities in this lesson are described in the Life in a Field lesson copy (at the end of this lesson). The activities we suggest for inclusion in this lesson are listed below with any suggested modification. Note: we have included the entire lesson in the binder, but not all the activities in the original are included in the recommended sequence below. 1. The puppet show Life in a Field The puppet show can be performed by the teacher or by students while the teacher reads the script. [Puppet shows will occur in many lessons; you can discuss how to involve each student in the puppet shows. It is important that the scripts are read fluently (so that listeners can get the meaning) and that children involved in the show are able to listen actively to the content. After the puppet show, ask your students, What are the basic needs that a habitat must provide? Be sure to identify the different habitat Marsha Mouse visits in her travels (forest and pond), maybe add pond to the habitats list you started in lesson 1. (The four elements mentioned in the puppet show do not align exactly with the Massachusetts Standards.) Tell students there are two more habitat elements animals need that we didn t learn about in the puppet show. Ask the students the following questions to help them identify these things: 1. If we put Marsha Mouse on the moon with some food and water and dug her a nice hole to live in, would she be able to survive? What s missing? Or, ask students to shut their mouths and hold their noses and ask, What s missing? The conclusion the students should reach is that animals need air (specifically oxygen, which they learned about in The Habitat Song). 2. Show the picture of a field in winter and ask, What if the field looked like this all year long, would Marsha Mouse and her friends survive? The conclusion the students should reach is that animals need favorable temperatures. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 16 of 55
3. Record the five animal habitat needs on chart paper during the discussion of the puppet show, this chart will be used again in the Plant Needs lesson. 2. Who am I? 1. See the Who am I? description in the Hands on Nature lesson. Before doing this activity, project an image of a field at the front of the classroom and explain that a field is a type of habitat. Explain to students that they will be learning about some of the animals that live in the field. Now show a few of the Who am I? pictures and read the descriptions of what each animals eats. Ask students, is this an animal that eats plants, animals, or both, you can introduce the terms herbivore and carnivore if you wish, but this is not required. You can call them plant eaters (herbivore) and meat eaters (carnivore). 2. Read the instructions for playing the Who Am I? game in the attached Hands on Nature lesson. For K- 2 students, it is suggested that the teacher/leader do the guessing. [SP1 - asking questions] You can also play the Who Am I? game this way. (Suggested by a grade 2 teacher, but it does require a good bit of time): 1. Display a chart with the 20 animal names (example is in the bin) 2. Select a volunteer to come to the front of the classroom. 3. Tape one animal paper to the child s back as he/she faces the animal names chart. 4. The rest of the students remain in their seats. 5. The student with the animal on their back asks five yes/no questions to try to guess the name of the animal. 6. The class together answers yes or no to each question. 7. If the child does not know the animal after five questions, the class shares the answer, this is to allow all students time to have a turn. 8. Repeat with all students. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 17 of 55
9. Finally, make a class chart classifying: meat eaters (carnivores), plant eaters (herbivores), and animals that eat both plants and animals (omnivores). 3. Field Food Web BEFORE starting this activity be sure to explain the purpose which is learning how plants and animals depend on each other. Next, brainstorm some ideas about how they depend on each other. [SP2 - using models] This activity can be done as listed in the instructions for the Hands on Nature lesson attached. Give ONE or TWO pieces of string to each herbivore and carnivore to distribute down the food chain when they select their preferred plant or animal to eat. You can experiment with giving everyone just one string to see the effect when animals are picky eaters. You can also do this activity outside, or in a larger space in the school if the classroom is too small. Lesson Closing Review the five things animals need in their habitats: air, water, food, shelter, and favorable temperatures. Ask students What did we learn today about how the plants and animals in a field, depend upon one another? Review the key concepts from the Food Web activity: 1. Animals depend on plants and other animals for food (this is called a food chain.) 2. Some animals eat plants and some animals eat other animals (some plants eat animals too). 3. If a plant or animal disappears from a food chain, some of the animals that depend on that organism for food may also disappear if they do not have any other type of food they can eat. Assessment Students will write the answer the following in their science journals or on the Lesson 2 Assessment: 1. What must a habitat have for animals to survive? 2. Put these plants and animals in a food chain: cricket, skunk, grass, mouse, and fox. 3. What would happen if someone removed all the mice from the field? of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 18 of 55
Lesson 3: Animals in Winter BACKGROUND Overview of the Lesson This lesson is adapted from the Animals in Winter lesson from Hands on Nature (located after this lesson), which demonstrates how animals have developed both physical and behavioral adaptations to cope with habitat conditions that change over the course of the year. Focus Standard(s) 2- LS2-3 Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs. K2- LS- 7. Recognize changes in appearance that animals and plants go through as the seasons change. Learning Objectives 1. Explain how an animal changes its behavior when its habitat changes, using an example. 2. Explain how animals adapt to seasonal changes in its habitat, using an example. Assessment In their science journal have students write a description of an animal that undergoes a physical change between seasons and an animal that changes its behavior to cope with seasonal changes in its habitat (such as in winter). WIDA Language Objectives FORTHCOMING of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 19 of 55
Targeted Academic Language Tier 1: winter Tier 2: cope Tier 3: hibernate, migrate/migration Resources and Materials Quantity Item Source 1 Tri- fold board (with sheet) for puppet show Provided with bin 1 Animals in Winter puppet show script in protectors Bin 1 Animals in Winter puppet set locate the required puppets in the puppet bag Bin 1 bag Puppet show props Bin 1 Pair of Forest Pictures (summer and winter) Bin 1 set Winter Tale scenario cards Bin 1 Animal Bingo descriptions with key Binder 25 Animal Bingo cards Bin **Items in bold should be returned for use next year** of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 20 of 55
LESSON DETAILS Lesson Opening Activator: Habitat Change Distribute (or project) pictures of a forest in summer and winter to students and have students discuss the difference in the summer forest habitat and winter forest habitat. Select a few students to share out some of the differences they identified then ask the class, What do you think happens to the animals when their habitat changes in winter? Let students share some ideas and explain that during the lesson they will be learning about how animals bodies change, and how some animals change their behavior to cope with seasonal changes in their habitats. During the Lesson 1. Animals in Winter (Puppet Show) The puppet show can be performed by the teacher or by the students with the teacher reading the script. In addition to the puppets, locate the bag of props (in Bin) needed for the puppet show ahead of time. In addition to holding up the puppets and asking students about how each character coped with the winter changes in their habitat, you may want to reread parts of the puppet show specifically focusing on hibernation and migration. 2. Winter Tales Refer to the description in Hands on Nature lesson attached, only the scenarios that students are likely to be familiar with have been selected: monarch butterflies, Canadian geese, honey bees, beavers, frogs, woodpeckers, and bears. Remember to encourage the students to use sound effects. Before children present their skits, explain that the audience will guess the animal, explain how it copes with winter, and state whether the animal copes by changing its body, changing its behavior, changing both, or changing nothing at all. You may want to make a recording poster (see template below) during the discussion to document the learning, you may also want to discuss how the coping strategies help the animals meet their needs for air, water, food, shelter, and favorable temperatures. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 21 of 55
Animal Coping strategy Body or Behavior? 3. Animal Bingo Animal Bingo can be played as suggested, however you may choose to simplify the descriptions of the animals as you read them for second graders. Consider using 12 animals instead of 16 for the same reason and/or time constraints (prizes may be added). Three different versions of the bingo card are provided in the bin. An alternative way to play would be to split the students into small groups (each with an adult) and have each group read the clues as written and match them up with an animal picture because there is rich vocabulary in the descriptions that could be discussed in a small group setting. There are handouts of the descriptions to support this alternative (see binder). Lesson Closing Sharing Circle: Have students stand in a large circle and answer the questions: I d like to be a in winter because. and revisit the essential questions. Assessment In their science journal have students write a description of an animal that undergoes a physical change between seasons and an animal that changes its behavior to cope with seasonal changes in its habitat (such as in winter). of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 22 of 55
Lesson 4: Plant Needs BACKGROUND Overview of the Lesson This lesson is based on Investigation #1: Brassica Seeds from the FOSS New Plants Bin, and the accompanying literacy lesson in which students read the first story. (The full lesson plans for both these follow Lesson 4 in this binder, the intention is NOT to teach the entire FOSS lessons). Instead of observing the growth and development of the Brassica plants (as in the FOSS lesson), after 2 weeks of growing time, students will place their growing plants in different conditions that deprive them of light, water, or nutrients to determine which of the essential elements is the MOST critical for the survival of a Brassica plant. (The follow- up observations can be incorporated into your weekly science time or completed during another time.) Teachers may want to learn more about the unique seeds we will be planting by visiting the fast plants website http://www.fastplants.org/life_cycle/ Focus Standard(s) KS- LS- 8 Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). 2- LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 23 of 55
Learning Objectives 1. List at least three of the five elements plants need to survive (air, water, nutrients/minerals, space, and favorable temperatures) in their habitat. 2. Predict what will happen to a plant that is deprived of any of these elements. 3. Use pictures and text features from an informational text to answer questions. Assessment Type II: A. What do plants need to survive in their habitat? B. Predict what a plant will look like if it does not get enough. (Pick one: light, water, and nutrients/minerals.) WIDA Language Objectives FORTHCOMING Targeted Academic Language Tier 1: root, soil Tier 2: nutrient, mineral, informational text Tier 3: germinate Resources and Materials Quantity Item Source 1 Live plant Classroom teacher Class set Small plastic cups with holes for seeds Bin of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 24 of 55
1 Bottle liquid fertilizer Bin 1 bag Potting soil Bin 1 Tray (to place under the seeds) Bin 1 Grow light set- up Bin 1 Basin for distributing the soil Bin Class set Labels for planter cups Bin 1 Paper towel roll Bin 6 Plastic cups for carrying soil or water Bin 1 vial Brassica seeds Bin Class set New Plants science stories Bin 1 Chart paper to record brainstorm/ learning Classroom teacher 1 Observation sheet master Binder, teacher assembles observation booklets (5 sheets per student) **Items in bold should be returned for use next year** of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 25 of 55
LESSON DETAILS Lesson Opening Show the live plant you have brought in as an example to your class and lead the Discuss Plants activity on pg. 11 of the Foss Brassica lesson. You could refer to the plant on hand, and ask, What is this? How do you know it s a plant? Is it alive? How do we get new plants? Remind the students of the five things animals need to survive in a habitat, then ask students to think about what plants need to survive and record answers. During the Lesson 1. Introducing Recording Explain to the students that over the next few weeks they will be growing plants of their own to help them learn more about what plants need to survive. Explain that they will be working in groups of 4, and that they will use their science journals to record what they observe about their plants. Explain that for the first week everyone will be giving the plants all they need to grow, and then the class will do an experiment in which some of these things that plants need are taken away, the students will observe what happens to the plants. 2. Planting Brassicas Follow the instructions for planting the Brassica seeds on pg. 18 of the FOSS lesson. Note that pages 14-17 contain the prep work you will need to do ahead of time. Each group of students should plant four plants so that in week 3 they can selectively deprive one plant of water, one of light, and one of nutrients, while allowing one plant to keep getting everything it needs (this plant is the experimental control). [SP3: investigation] After students complete their planting have them complete their day one observation in their science journal, plan on having them complete an observation every 2-3 days for the next 7-10 days, by day 9 the plants should be leafed out and ready to move to the experimental conditions. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 26 of 55
3. What Plants Need Read the What Do Plants Need? story using the lesson plan on pg. 2 (attached) from FOSS Science Stories Lesson. Use the question What happens to plants in the winter? to help students understand that plants need favorable temperatures to survive. The teacher may use the activities suggested on pg. 3 to deepen students learning. Lesson Closing Complete a chart of plant needs, you can pull out the chart of animals needs created in the Animal Needs lesson. Ask the students what they notice about these two lists. Discuss how students might organize the information in these two charts to show what is needed by BOTH plants and animals, and what is needed by only plants or only animals. Assessment Type II: A. What do plants need to survive in their habitat? B. Predict what a plant will look like if it does not get enough. (Pick one: light, water, and nutrients/minerals.) of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 27 of 55
Lesson 5: Plants and Animals Around the World (Literacy Lesson) BACKGROUND Overview of the Lesson In this lesson, students will read the Plants and Animals Around the World selection from the FOSS New Plants book to gather information about the characteristics of various habitats and the types of plants and animals that inhabit them, it may take several days to read the entire story with students. There is also a link (see LESSON DETAILS) to an on- line activity that students can use (with support) to work on their skills in making arguments with evidence. Focus Standard(s) RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Learning Objectives 1. Use a table of contents to locate a given section of a text. 2. Use a glossary to help understand unfamiliar words. 3. Use evidence to explain why a particular plant or animal would or would not survive well in a given habitat. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 28 of 55
Assessment 1. Teacher observation of students using table of contents and glossary. 2. Assessing the students ability to use evidence to support conclusions (teachers need to design this assessment). WIDA Language Objectives FORTHCOMING Targeted Academic Language Tier 1: stream Tier 2: thrive, broad Tier 3: rainforest, tundra, grassland Resources and Materials Quantity Item Source 1 or more Computers to access on- line habitats game http://www.abpischools.org.uk/page/modules/human_animal_habitats/a ctivity.cfm?age=age%20range%205-7&subject=science Classroom teacher 1 Why so Many Habitats chart Classroom teacher Class set New Plants Books Bin **Items in bold should be returned for use next year** of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 29 of 55
LESSON DETAILS Note: Remember to record observations of your Brassica plants Lesson Opening See Plants and Animals Around the World FOSS lesson plan (included in binder). During the Lesson 1. Plants and Animals Around the World Story See Plants and Animals Around the World FOSS lesson plan (included in binder). 2. Online Habitat Game In this game, students can look at pictures and read text (click on the info tabs at the top of each picture) to gather evidence about whether a given habitat would or would not be suitable for a particular animal, there are several habitats available for students to explore. Students will need help reading the informational text, but there is a voiceover that explains why their selected answers are correct or incorrect. The point of this activity is to have students provide evidence about WHY a habitat is suitable or not, they should not rely solely on background knowledge. This could be done as a whole class activity, with the screen projected, or independently on individual computers. [SP7 - Argumentation] Link to game: http://www.abpischools.org.uk/page/modules/human_animal_habitats/activity.cfm?age=age%20range%205-7&subject=science Lesson Closing You may need multiple days to complete this lesson given the length of the story and the depth of the online activity. The online activity is a great way for students to practice making arguments with evidence. Teachers are encouraged to write them up per the NAPS Lesson Planning Format and incorporated into future version of this Habitats Unit Plan. Revisit the essential of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 30 of 55
questions from this unit, Why do so many organisms exist in different habitats? Ask students to contribute ideas from their work in this series of literacy lessons to a chart that captures ideas about this big question. Assessment 1. Teacher observation of students using table of contents and glossary. 2. Assessing the students ability to use evidence to support conclusions (teachers need to design this assessment). of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 31 of 55
Lesson 6: Forest Floor Note: This lesson can be taught before or after Lessons 7 and 8 depending on your schedule and how quickly your Brassica plants develop leaves. BACKGROUND Overview of the Lesson This lesson is adapted from the Forest Floor lesson from Hands on Nature, which introduces how plants and animals live and interact on the forest floor. The focus of this lesson is on earthworms and their habitat preferences. The complete text of the original Forest Floor lesson from Hands on Nature follows this lesson. NOTE: WORMS SHOULD BE RETURNED TO JEAN BACON, they are a non- native species and should NOT be released into the environment. Focus Standard(s) 2- LS2-3. Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs. Learning Objectives 1. Explain why decomposers are an important part of any habitat. 2. Give an example of one plant and one animal that is a decomposer. 3. Design and conduct an experiment to determine what kind of habitat the earthworms prefer. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 32 of 55
Assessments 1. Science journal responses to the following: a. Why are decomposers important and what do they do? b. Name one plant and animal that is a decomposer. 2. Students will design and conduct an experiment to determine if earthworms prefer maple or pine forests. WIDA Language Objectives FORTHCOMING Targeted Academic Language Tier 1: floor Tier 2: fungus, moist, cast, prefer Tier 3: decomposer, castings Resources and Materials Quantity Item Source 1 Tri- fold board (with sheet) for puppet show Provided with bin 1 Forest Floor puppet show script (in sheet protectors) Bin 1 Forest Floor puppet set (locate the required puppets) Bin 8-12 Hand lenses Bin of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 33 of 55
13 Paper plates Bin 1 roll Paper towels Bin 8-12 Flashlights Bin 13 Oak Tag for shading the earthworm habitat Bin 1 bag Maple leaves Bin 1 bag Pine needles Bin 30 Earthworms Jean Bacon Contact 3 days prior to teaching this lesson 1 Instructions for worm habitat construction Binder 1 Earthworm illustrations (labeled and unlabeled) Binder 6 Quart container with mesh lids Bin 1 bag Shredded newspaper Bin 1 bag Soil enough for a handful for each habitat Bin of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 34 of 55
8-12 Cups to carry water and soil Bin 2 cups Vegetable scraps chopped fine Classroom teacher **Items in bold should be returned for use next year** LESSON DETAILS Note to teachers: Remember to have your students record observations of their Brassica plants in their science journal. Lesson Opening 1. Ask students to refer back to your expanding habitats list and discuss that within any of these habitats there are even smaller and more specialized habitats. Within a forest, for example, there might be brooks or small ponds that provide a very different habitat than the dry land, there might be some animals that live in the trees and never come down to the ground, or other animals that live under the ground. 2. Ask a class brainstorm a list of all the plants and animals they can think of that live very close to or under the forest floor. 3. Explain that today they are going to learn about some special plants and animals that live on the forest floor and how they depend on one another. During the Lesson The activities in this lesson are described in the Hands on Nature Forest Floor lesson found after this lesson, the parts we suggest for inclusion in this lesson are listed below with suggested modifications. Note: We have included the entire original lesson in the attachment, but not all the activities are included in our recommended sequence. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 35 of 55
1. Forest Floor Puppet Show (see original in attached Forest Floor lesson) Again, the puppet show can be performed by the teacher or by students with teacher support. Be sure to discuss what would happen if a habitat did not include any decomposers to emphasize why they are important. 2. Using a Hand Lens Before continuing, take a few minutes to introduce students to the hand lenses and the proper way to use them, have the students place them against their eye and have them move an object (in their other hand) back and forth to bring it into and out of focus, you can have students practice by looking at the skin on their hands or the tip of a pencil. You should also review some ground rules about the care that needs to be taken when working with live animals. Now have everyone wash their hands well so that they do not give any germs to the worms when they handle them and remind them to handle the worms as little as possible. 3. Meet an Earthworm (see original in attached Forest Floor lesson) Note: Worms should be returned to Jean Bacon. They are a non- native species and should NOT be released into the environment. 4. Worm Preferences Explain to the class that they will be doing a series of experiments to determine what kind of habitat earthworms prefer, and will try and figure out if the worms prefer a light or dark habitat. They will also try and figure out if the worms prefer a wet or dry habitat. Ask a few students to share a prediction about which habitat the worm will prefer, you can explain that scientists do experiments to help them figure out whether their predictions are true. Have the class brainstorm how they could tell if an earthworm prefers a light or dark habitat and then repeat the process with the dry/moist question. Now divide the students into small groups, each group will need (paper plates, paper towels, cup of water, oak tag sheet, flashlight) to conduct their two experiments. [SP3 - Investigation] of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 36 of 55
Light Preferences Moisture Preferences Light Dark Wet Dry <tally goes here> <tally goes here> <tally goes here> <tally goes here> Once the students have set up the two habitats for the worms, have them record what they are seeing in their science journal. As a class, you can have the groups sharing their observations and compile the data into a chart similar to the one above, make sure to discuss the meaning of the data, particularly if all worms did not behave as expected. [SP4 - Interpreting data] Lesson Closing Sharing Circle: Have the class stand in a large circle and let each child share something they learned about earthworms (or how/why scientists conduct experiments) today. Assessments 1. Science journal responses to the following: a. Why are decomposers important and what do they do? b. Name one animal and plant that is a decomposer. 2. Students will design and conduct an experiment to determine if earthworms prefer maple or pine forests. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 37 of 55
Lesson 7: Plant Needs Experiments Note: Can be taught on same day as Lesson 8. BACKGROUND Overview of the Lesson This lesson should be completed one to two weeks after the Plants Needs lesson giving the Brassicas a chance to sprout and develop leaves. Focus Standard(s) K2- LS- 8 Identify the ways in which an organism s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Learning Objectives 1. Record observations of nature using pictures and sentences. 2. Use observational evidence to draw conclusions. Assessment Write a report that explains the impact of deprivations of water, light and nutrients on plant growth and develop conclusions about which element is most critical and why. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 38 of 55
WIDA Language Objectives FORTHCOMING Targeted Academic Language Tier 2: conclusion, experiment Tier 3: Brassica Resources and Materials Quantity Item Source 1 Opaque box to depriving some of the plants of light (a copy paper box turned upside down works well) Classroom teacher ALL Materials from Lesson 4 including grow light set, plant trays, fertilizer solution, cups for watering, and Brassica plants Bin/classroom teacher 4-6 sets Condition labels (ALL NEEDS, NO LIGHT, NO WATER, NO NUTRIENTS) Bin 3 Pie tins Bin 1 Observation recording sheet and exemplar Binder/classroom teacher to copy 5 blank sheets for each group **Items in bold should be returned for use next year** of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 39 of 55
LESSON DETAILS Lesson Opening 1. Divide your students into small groups to review and discuss their observations, have them decide on two things they would like to share with the class, after 2-3 minutes of small group discussion, have each group share. 2. Ask students if they can remember what plants need to survive in their habitat, have the poster you created in Lesson 4 on hand if necessary. Explain that they will now start an experiment to determine which of these things is most important for the brassica plants. 3. Discuss the concept of an experiment: What is an experiment? Who conducts experiments? How do you do an experiment? (Make sure students understand that in an experiment you are testing something out to see what happens, and that you may have an ideas ahead of time about what you think will happen.) During the Lesson 1. Create the Conditions a) Review the growing conditions that have been present for all the plants (light, water, nutrients). Ask the students, What could we do to help us figure out what will happen if our brassica plants don t get water? How could we change where we put them or what we have been doing to help them grow? Proceed with similar questions to help students design conditions, perhaps suggest using a box to deprive the plants of light. The intention is to guide the students (through questioning) to come up with the idea that instead of leaving all the plants under the grow light and giving them access to water and nutrients that they could be deprived of light, water, and nutrients. Guide the students in deciding how to vary the growing conditions: Where will we put the plants? How much water will we give them? How will they deliver nutrients, but no water? of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 40 of 55
b) Split the students into small groups to move equipment as needed and create the new growing environments. You will probably want to label these environments (NO LIGHT, NO NUTRIENTS, NO WATER, ALL NEEDS). c) Have students decide which plant is going to return to the original environment and which plants are going to go in each of the other three environments. Then have students create labels (blank labels in the bin) to affix to the plants to indicate these assignments. [SP3 - Investigations] 2. Careful Observations Have students retrieve their individual plants and make careful observations of what they look like now, using the experiment recording sheet, then have them place their plants into the new growing conditions. Lesson Closing End the lesson by reviewing students predictions about what might happen to plants when they are deprived of their needs. Finally, have them predict which condition will result in the weakest plant and/or which element is most critical for a healthy plant. Explain that they will be making observations for the next couple weeks to see what happens to the plants over time and see if their predictions were true. Plan to record observations every 2-3 days for a week or two. Assessment Write a report that explains the impact of deprivations of water, light and nutrients on plant growth and develop conclusions about which element is most critical and why. Teachers should develop any supports and scaffolds needed for the students to complete this task successfully. of the license, visit http://creativecommons.org/licenses/by- nc- sa/3.0/ Page 41 of 55